This paper gives an overview of the current situation of STEM human resource development and STEM/STEAM education as being promoted in other countries under the circumstances of the Fourth Industrial Revolution, which is drawing worldwide attention. In addition, this paper tries to sort out how to understand STEM/STEAM education from the above current situation. These perspectives focused on an education enabling everyone to work toward the future in a friendly manner, on cross-disciplinary education, and problem-solving activities to address global issues and issues related to new work styles. They also included characteristics of an education complementating design science and cognitive science. From the perspectives and characteristics of STEM/STEAM education, it was considered that the Japanese school education has been required to shift from the traditional way of education based on individual academic fields, to a new education based on cross-disciplinary education including comprehensive learning.

The present study discusses the discipline-based epistemological approaches stipulated in the Japanese National Curriculum Standards and their relationship with the big ideas in STEM Education. First, it recapitulates what has been expected for STEM/STEAM education in cross-curricular learning in the context of Japan. The study then compares the discipline-based epistemological approaches of science, technology, and mathematics in lower secondary education and the big ideas of and about STEM (Chalmers et al., 2017). The results reveal that it would be beneficial to specify core content knowledge of each of the disciplines and consider inclusion of the nature of each discipline, such as NOS (Nature of Science), more explicitly in discipline-based epistemological approaches for better decision-making. This will help to develop civic literacy, which is one of the expected goals of cross-curricular learning in Japanese.

In the practice of STEM education, it is effective to incorporate project-based learning. In project-based learning, learners need to explore the surrounding world, observe activities, and interact with each other. However, when dealing with a large-scale event temporally and spatially, it may be difficult for the learner to explore the surrounding world and also observe or interact with the phenomenon. Simulation-based digital games are suitable for such subjects. Therefore, we have developed the “Satoyama Management Game” as an example of a simulation-based digital game that can be used for STEM education by project-based learning when dealing with a large-scale event temporally and spatially. Moreover, we report on an evaluation experiment we conducted with the “Satoyama Management Game” to see if the learners could gain knowledge about Satoyama and understand that each Satoyama has a different management style and vegetation. In the evaluation experiment, learners were asked to experience the management of two types of Satoyama. We conducted an evaluation using pre-post-questionnaires and management methods chosen by the learners during the game experience. The results indicated that the students were able to acquire knowledge about Satoyama and learn about the differences in management methods and vegetation through the Satoyama Management Game.

The purpose of this research is to clarify the characteristics of the revision of “the Content Standards of Technology and Engineering Literacy for PreK to the 12th grade (STEL)”, which is produced by the International Technology and Engineering Educators Association (ITEEA), from the viewpoint of some influences derived from informed strong connection with STEM Education. STEL uses the following three organizers: Core Disciplinary Standards, Technology and Engineering Practices, and Technology and Engineering Contexts. Technology and Engineering Practices is collaborated with the NGSS Science Standards (2013) and the Common Core State Standards (CCSS) - Mathematics (2010). Engineering design, scientific modeling, and mathematical modeling were deepened through collaboration between STEM/STEAM subjects. Collaboration between STEL, NGSS, CCSS - Math, and CCSS - English Language Arts (ELA) was emphasized, and emphasis was placed on the development of students’ career development competency and some abilities in CCSS - ELA.

This paper focuses on theories for establishing Japan’s science, technology, engineering, and mathematics (STEM) education. The authors conducted comparative and historical research on STEM education, with special references to Western mathematicians such as Dyer, Perry, and Moore, and engineers who engaged in the reform of mathematics education around the millennium of the 20^th century. Dyer and Perry established a new technical/engineering education approach in both Japan and the United Kingdom. We investigated the origin of the term “STEM,” as well as the state of the educational approaches to STEM subjects in the United States and the United Kingdom. We subsequently historically analyzed the scientific and technical education in Japan since the mid-19^th century and reviewed ideas of the mathematician and science historian Kinnosuke Ogura (1885–1962).

Consequently, we extracted the following four aspects for establishing a Japanese-style STEM education model. This model is characterized by 1) the aims and objectives of STEM education, 2) the learning values of STEM subjects, and 3) collaboration with teachers of other STEM subjects. Its final attribute is 4) the understanding of the learning of STEM subjects on the part of pupils, teachers, and parents.

Advanced technologies including AI and robotics in our society demand STEM abilities beyond the traditional distinction between HSS (humanities and social sciences) and STEM. Despite progress in STEM education research, previous studies have not examined the understanding of the relationship between the STEM and HSS disciplines. Therefore, this study used a two-phase mixed research method to understand undergraduate students’ understanding of the relationship between the STEM and HSS disciplines. In Study 1 (Phase 1), 22 undergraduate and graduate students drew a concept map of their understanding of the relationship between STEM and some HSS disciplines. Questionnaire items were developed from qualitative analysis of the concept maps. In Study 2 (Phase 2), 320 undergraduates (online monitors) were surveyed using these items to understand their thinking and examine the influence of four possible determinants quantitatively. The results showed that 1) psychology and economics were perceived to be more strongly associated with STEM fields than literature and law; 2) there were differences in the reasons selected for such associations; and 3) “gender” and “science enjoyment” were related to such understanding, but neither grade nor major were. It is anticipated that this study will encourage future discussions about desired learning outcomes on students’ understanding of the relationship between STEM and HSS disciplines.

In the rapid development of Artificial Intelligence (AI), it is important to discuss how a teacher support system based on AI affects the teachers. Intelligent edutab is one of the teacher support systems based on AI to support teachers by monitoring the ever-changing learning status of learners. In this study, we interviewed one teacher who practiced using intelligent edutab. Moreover, a questionnaire was administered to the graduate students who visited the class. The results suggest that the output of AI in intelligent edutab could support teachers’ discernment. On the other hand, the importance of teachers’ ability to discern the learner and the learning situation without relying on AI was also suggested. Moreover, there is a possibility that the use of learner support systems based on AI can serve as an on-the-job training for teachers to support reflection in their daily classroom practice, and enhance their professionalism.

This paper reports on the results of an analysis of a trial STEM-education-type science class that adopted an engineering process, aimed at enhancing the recognition of the practical value of science. We conducted a questionnaire survey to compare the pre/post results of the STEM-education-type science class. The results showed that the students became aware of the practicality of science. However, it was unclear whether they could have been able to appreciate its value. In order to examine the effects of the STEM-education-type science class more clearly, we conducted further analysis according to three groups of the survey subjects: ascending (noticed practicality)/no change/descending (lost sight of practicality). In consequence, it was shown that the “ascending” group had become able to recognize the practical value of science. Besides, it became clear that their favor of and confidence in science has improved. On the other hand, the “descending” group showed the opposite results, indicating that their recognition of the practical value of science was declining. This suggests the importance of preparing a variety of approaches in order to fit the needs of each individual.

Statistics as taught as part of mathematics is related to the fields of science, engineering, and technology; however, this relationship is not explained in general classes. Programs that train teachers to apply statistics in experimental activities help them realize the association between various fields and, thereby, realize science, technology, engineering, and mathematics (STEM) education. In statistics teaching, the role of teachers is important; however, teacher training programs have not been sufficiently examined. This study examines the perceptions of 22 pre-service elementary school teachers regarding the handling of experimental data to obtain basic materials for the teacher training program in STEM education. Results revealed that half of them did not understand that data with variations require statistical processing. In addition, five students attributed the data variation to external factors, and five students used the mean to control the variation. These results suggest that teacher training programs should provide an opportunity to learn basic inferential statistics, clarify the use of statistics in science education, and examine the goals of science classes that involve experimental activities from the perspective of STEM education.

This study examined the relationship of the human resources in the STEM field that were nurtured through school education with an analysis of the current state of the labor force in the STEM field in order to investigate the ideal way of STEM education in Japan. The results showed that the Japanese STEM human resources analyzed through a comparison with the United States accounted for about 6% of the labor force, which was about the same as that of the United States. In addition, the characteristics of the engineers included in Japan’s main STEM human resources showed that the number of information processing/communication engineers and medical engineers increased in recent years. Engineers who specialized in the humanities and science fields have also become important in addition to the human resources development of conventional engineering. Regarding STEM human resources in Japan from the viewpoint of human resource development, it was found that the development of engineers in specialized fields other than that of conventional engineering was added in an overlapping manner.

The purpose of this study is to redevelop the Need for Cognition Scale in Science Education (NCSE) and provide basic data for its application. We define NCSE as the intrinsic tendency that allows one to engage in and enjoy cognitive activities; these are scientific inquiries through observation and experimentation. This study is divided into four parts. In Study 1, we conducted a questionnaire survey on 1,875 elementary and junior high school students and clarified the structure of the scale based on item response theory (IRT). Several IRT model fits were compared, and finally, we identified the characteristics of each question item based on the graded response model (GRM). In Study 2, we verified the validity and accuracy of NCSE. In addition, we showed that there was no differential item functioning (DIF) of gender. In Study 3, we examined gender and grade differences. We found that NCSE tended to be higher in males than in females and may decrease as the grade progresses. In Study 4, we divided the questionnaire into two groups based on item parameters estimated in Study 1. These two sets, known as the horizontal test, will contribute to future investigations using the pre-post design approach.

Despite the accidental and purposeless nature of “biological evolution,” there is no end to the “Naturalistic Fallacy” borrowed for value judgment during social change. A previous study shows that elementary school students hold many misunderstandings concerning “biological evolution”; for example, several misconceptions such as “Lamarckism” and “teleology” (which are frequently applied even by university students). It has been pointed out that modern biology, which floats in a great sea of knowledge, should be integrated by “biological evolution.” Therefore, in this study, based on this “unified understanding of biology,” lower secondary school science was integrated from the viewpoints of “acquisition of scientific evolutionary concepts” and “elimination of misconceptions,” in order to examine the learning content and structure of biology education. By analyzing the data obtained from descriptions of the two tasks in the classes of two units (genetics and ecosystem) among lower secondary school students, it was suggested that a “unified understanding of biology” contributes to avoiding misuse of “evolution”. In conclusion, we proposed a curriculum that uses evolution as an overarching theme to integrate five units (classification, cells, genetics, evolution, and ecosystem) to create a new biology course.

Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time. But students understand “equally likely” to be based not on the recognition that probabilities apply to our information about events, but the recognition that probabilities do not apply to events in the real world we are familiar with. The purpose of this study is to develop principles for teaching “equally likely” based on the recognition of probabilities applying to our information about events in probability education. As a result, we developed principles for teaching “equally likely”, which consist of the following levels:

1. We introduce “equally likely” based on a large number of independent identical trials of a random experiment in the physical world.

2. We expand probability mathematically, and teach conditional probability.

3. We make students understand that:

• Probabilities apply not to events in the real world we are familiar with, but to our information about that world at any given moment in time.

• “Equally likely” is an assumption in a hypothetical world based on the principle of insufficient reason.

through problems about Bayesian updating.

Due to the effect of the COVID-19 pandemic, international exchange programs at the secondary education level have come to a halt. International activities in the science education arena, which have become increasingly active in recent years, were also greatly affected. In the midst of this situation, this paper takes as an example Ritsumeikan High School, which has made great efforts for international science education as an SSH school. Here we analysed the achievements and challenges provided by the first online holding of the long-standing Japan Super Science Fair (JSSF). As a result, it is believed that online endeavors can unlock new possibilities and open new doors for future science education.

This study investigated herbivore feces as teaching materials for “digestion” in the second phase of science study in middle school. Herbivorous mammals can decompose neutral detergent fibers in food by allowing microorganisms with cellulase or similar enzymes to coexist in an area of the digestive tract. In Artiodactyla, microorganisms are symbiotic in the forestomach, located in front of the small intestine, whose main function is absorption. In Perissodactyla, microorganisms coexist in the large intestine, which is located after the small intestine. Artiodactyla feces are generally small, and the undigested plant pieces in their feces were smaller than those in Perissodactyla feces. This indicates that the digestive capacity of Artiodactyla is higher than that of Perissodactyla. By comparing the size of plant pieces in feces, children can easily understand the high digestive ability of ruminant Artiodactyla as a physical change, thus deepening their learning and understanding of digestion.